Introducing Inventionland is the first of a 12-month series of articles featuring Inventionland, a fantastic resource for schools seeking ways to authentically incorporate Creativity, Innovation, Entrepreneurship and Imagination into their programs and curriculum

We encourage you to share this article with your colleagues and connections, on your campus, around your district, within your local community and through your online networks. Enjoy!

Sincerely,

Anne Shaw, Director21st Century Schools

Introducing Inventionland

Creativity, Innovation, Imagination and Entrepreneurship! ​Helping students and educators discover the possibilities!

About Inventionland

Imagine walking through Wonkaland or Disney World . . . Have you ever been on a shipwrecked pirate ship, walked through a house that looked like a cupcake, or been inside a giant robot? You can at Inventionland! You can also visit the faux cave, treehouse, pet shack, giant shoe and castle complete with turrets and drawbridge.

The inspiring setting includes three running waterfalls, life-like trees and butterflies and grass-lined sidewalks. In the rear of Inventionland is a red carpet that leads to a state-of-the art audio, video, and animation studio complete with sound room and one of the largest green screens in the tri-state area.

Its manufacturing capabilities include metalworking, woodworking, molding, laser cutting, prototyping, circuit board construction and more, all of which take place in its state-of-the-art production facility.

Last month Inventionland contacted 21st Century Schools and invited us to visit their facility. After reviewing a variety of frameworks offered by multiple making and storytelling educational organizations, they selected ours as one of the best. While they already have a curriculum for inventing being used at the middle and high school levels, they are ready to take the next step, and develop an invention curriculum for grades K through 6!

Anne Shaw visited Inventionland, toured the facility and spent two days discussing education with the founder, George Davison, Ken Burk. a consultant with Inventionland, and Nathan Field, Executive Director of the Inventionland Institute, as well as some of the very enthusiastic inventors and designers.

It was amazing! What an incredible experience! How awesome it is that a creative genius understood the powerful relationship of a physical space to the people who spend time in those spaces, and then took the time and effort to create this fantastic space for the inventors and designers who work at Inventionland!

After years of supporting inventors from all over the world, George Davison has opened the doors of Inventionland to educators and their students. Therefore, 21st Century Schools is creating a 12-month series of feature newsletters focusing on Inventionland and education. Enjoy this Issue #1 as we introduce you to a wonderful resource for supporting your students as they develop Creativity, Innovation, Imagination, Entrepreneurship and much more.

Meet George Davison - the creator of Inventionland

George Davison is known by businesses around the world as a Serial Inventor, The Idea Man from Inventionland , and most recently the creator of the Inventionland Institute.

Over the years, Mr. Davison has built a business offering one-of-a-kind new product development services to inventors – all in one place. Today, his company produces hundreds of product samples every business month. Now, through his 9 Step Method of inventing and his ABC's of Storytelling, he’s sharing his system with student inventors and their teachers everywhere!

The inspiration for the amazing physical environment at Inventionland was born out of a desire to create a physical working environment that supported creativity and inspiration for the inventors and designers who worked at Inventionland.

Now, you too, can experience the magic and its impact on your creativity when you visit Inventionland! Students are welcome - and there is no fee to tour the facilities. You can meet, speak with and ask questions of the inventors and designers who work there! You can physically experience a myriad of creative spaces, from the pirate ship to the film production studio, and everything in between! This immersive experience will certainly jolt your creativity to new levels; there's no telling what you may be inspired to create!

Why kids need to learn to invent . . . a case study!

This story aired on NBC News on June 29, 2017. It is the story of an 11-year-old boy, Bishop Curry, from McKinney, Texas. His invention - a device to install in cars to prevent the tragic deaths of young children in hot cars. His inspiration for this invention was a local news report one year ago about a six-month-old baby in his neighborhood who died after being left in a hot car. ​

He came up with a way to keep that from happening. Within hours of hearing the disturbing new report Bishop had come up with a prototype of his device. His invention is called Oasis is laden with GPS technology. When the temperature in a car reaches a certain level, a cooling system is activated to blow cold air on the child. Oasis attempts to contact the parent, and if there is no response, the authorities are alerted.

The process Bishop followed is the same process that students learn to use through the 9-Step Inventionland Institute. First, he identified the problem to be solved. Then he brainstormed ways to solve the problem. Next, he created a sketch of the invention he wanted to build, and took it to his dad. He designed the prototype, then tested it, and made necessary modifications. He utilized social media to raise nearly $40,000 in funding which enabled him to patent the product, then built a 3-D model of the device. He created a story to share which would create awareness and understanding of the device, and then shared the story with Toyota (where his dad is an engineer), and presented it at the Center for Child Injury Prevention Conference to a group of car seat manufacturers. The device will undergo testing and modifications before it hits the stores.

This is not to say that every student should be inventing devices to save lives. There are as many possibilities for inventions as there are potential inventors, and the range of the type of inventions and their purposes are virtually infinite.

This particular story is shared because this is an incredibly important, and critically needed, solution to a real problem. It also showcases the possibilities for very young children to participate in the invention process, the opportunities for young children to experience the power of making real change.

As a curriculum, inventing is totally "21st century", and meets all the criteria for the framework for 21st century education developed by 21st Century Schools. It is interdisciplinary, integrated, project-based, student-centered, personalized, research-driven, integrates technologies meaningfully, promotes students adapting to and creating personal and social change, connects to the global classroom experience, develops 21st century skills, and most of all - it is relevant, rigorous and real-world! Those are our 3 Rs!

The 7 Survival Skills of the 21st Century and the Multiple Literacies for the 21st Century are easily integrated and developed when students are engaged in the invention process. This process is also easily modified and expanded to other forms of entrepreneurship - Business Entrepreneurs, Social Entrepreneurs, Intrapraneurs (bringing innovative changes from within organizations) and Policy Entrepreneurs (bringing innovative improvement in policies from within government and public institutions).

While Bishop Murray's invention is totally impressive and critically needed, it is not necessary for every student to feel compelled to invent something that is literally life-saving (although there are many such inventions created by students for that purpose.)

The invention a student creates must be born from their personal passions and talents. The possibilities for inventions is as limitless as the ideas that spring from the hearts and minds of all students. Some students are going to strive to create an invention or process focused on financial gain - such as one we heard about recently where a student created a unique, and very successful, bow-tie business!

Others may have a tendency to go the artistic route, filmmaking or video production, or focus on needs related to the kitchen, the garden, pets, cars, gaming, sports, toys, culinary arts, music, nutrition, the elderly, social justice, law enforcement, space exploration (see this about the students who created a new type of astronaut underwear adopted by NASA) and health (see this invention created by a 17-year old girl - a cell-phone heart test for patients in developing countries!) just to name a few.

For the past 20 years there has been a great deal of talk about the need to create schools for the "21st century". As a result, there have been various "reforms". The test of time, however, has proven many of these "reforms" to be ineffective.

Schools, by and large, have not changed. They remain firmly rooted in the traditional, factory model in which the education system was created 150 years ago. The predominant organizational structure of schools - from facilities to curriculum and instruction - remain the obsolete ​norm. Facilities continue to be designed utilizing the factory model 'cells and bells". If you're curious, just Google to compare floor plans from 1920 to 2017!

Curriculum and instruction are still organized in what we refer to as the "cemetery method" - in other words, the students are arranged in rows, and are very quiet and very still. It is not only extremely discouraging, but appalling, to read the many current online discussions among educators on the many strategies they can implement for the purpose of keeping the students quiet, still and in their seats!

There are a number of obstacles which prevent schools from becoming "21st century", and those will be discussed in future articles in this series dedicated to Inventionland. The high stakes testing movement, which has grown in strength and scope since the 1980s has transformed schools from "places of learning" into "testing and test prep centers". The purpose of school has become the achievement of higher test scores.

That said, there is a growing focus on the need for students to develop skills such as creativity, to become innovators and entrepreneurs, problem-solver and critical thinkers. Employers around the world are stating that creativity is the number one skill they are seeking in employees.

In 2006 Sir Ken Robinson delivered the most-viewed TED talk to date: Are Schools Killing Creativity? Although viewed by millions of educators, business people and parents across the globe, the problem remains.

Some educators have attempted to infuse into the curriculum various programs designed to help students develop creativity. Designed and implemented by well-intentioned educators, we have seen the adoption of programs and practices such as "flipped" or "blended learning", competency-based programs, "technology integration" such as iPads and Chromebooks, a/k/a App Fever, and gimmicky add-ons such as "Genius Hour", Idea Labs, Maker Spaces. and "Hours of Code".

Obviously, these programs are not designed in order to transform education, not designed to create learning experiences that truly develop creativity, innovation and entrepreneurship. They are not based upon a foundation of a holistic, truly integrated framework for education in the 21st century. They are merely add-ons, a tiny addition of an activity which is created and implemented from within the obsolete, factory model of education. Students may spend 15 minutes to an hour per week on these "creative" pursuits, then go right back to the traditional daily grind of a fractured curriculum and traditional "teaching" methods. Those 15 minute to one hour breaks are NOT going to create significant results, if any at all. These efforts, sincerely created and offered by dedicated educators, are merely futile exercises in "tinkering around the edges".

While they do achieve the goals of motivating students, they do not really help students develop the desired skills. Part of the reason for this failure to truly transform education is that there is limited time and access to these activities. The true message we are sending to students is that these activities are not what matters.

These programs are not designed in order to transform education, not designed to create learning experiences that truly develop creativity, innovation and entrepreneurship. They are not based upon a foundation of a holistic, truly integrated framework for education in the 21st century.

These programs are merely add-ons, a tiny addition of an activity which is created and implemented from within the obsolete, factory model of education. These efforts, sincerely created and offered by dedicated educators, are merely futile exercises in "tinkering around the edges" of education reform.

So, you may be asking yourself, what is so different about Inventionland? Isn't it just another kind of Maker Space?

Absolutely not!

How Inventionland Curriculum is Different!

​​​​The Inventionland Institute is designed to specifically develop a wide range of critical 21st century skills and multiple literacies for the 21st century. It is flexible enough to support integration of all content areas of the standard curriculum, varying in degree, per discipline, depending upon the specific project.

Students' experiences take them through a uniquely designed process which begins with examining the concept of "inventing", they study the history and impact of some well-known inventors, such as Edison - inventing, Ford -affordability and Disney - storytelling.

Critical Attributes of Authentic "21st Century" Education

The Inventionland Curriculum meets all the Critical Attributes of 21st Century Education: project-based, research-driven, integrated and interdisciplinary, student-centered (personalized, self-directed, independent and interdependent), meaningful integration of technologies, rigorous, relevant and real-world, and adapting to and creating personal and social change.

1.) Accessing and Analyzing Information, 2.) Curiosity and Imagination, 3.) Effective Oral and Written Communication, 4.) Collaboration Across Networks and Leading by Influence, 5.) Initiative and Entrepreneurialism, 6.) Agility and Adaptability, and 7.) Critical Thinking and Problem Solving.

Additionally, students learn specific skills required for inventors, ranging from protecting their ideas, to research skills and the patenting process.

Multiple Literacies for the 21st Century

Literacy is so much more today than the 3 R's - reading, writing and arithmetic. Today's students require many more "literacies" if they are to develop their full potential. One of our three compasses at 21st Century Schools is Multiple Literacies. These do not constitute the full list, but represent those we feel are most critical.

Think about, or discuss with your colleagues, how each of the following literacies is developed through inventing:

Entrepreneurial skills are learned and honed, which include communication skills (from public speaking in pitching their invention to an investor, to marketing), visual and aural literacy, media literacy (from media production skills to package design), financial literacy and much more!

The Content Standards

Of course, these activities also make the content areas of the standard curriculum relevant to the students. Instead of complaining and asking, "Why do we have to learn this?", students instead realize the need for the information and skills contained within the content of the disciplines. Suddenly, they are saying, "I need this information from history, science, math, language arts, economics, geography, etc." NOW the curriculum becomes not only rigorous, relevant and real world, it is motivational. Students learn more, achieve better grades, are highly motivated, "discipline problems" disappear, self-confidence grows, and students discover new possibilities for their futures.

The Inventionland Institute experience is a fully integrated and holistic experience of authentic, 21st century education. Most of the literacies, content knowledge and skills developed through this curriculum are not achieved through implementation of the current fads mentioned above, such as Genius Hour, Maker Spaces, Hour of Code, etc.. Those may have their place in the curriculum, and they have their value, but they are not sufficient.

Suggested Professional Development Activity: Using the example of the young man from Texas who invented the device, Oasis, to prevent small children from loss of life in hot cars, go through the 3 compasses - Critical Attributes o 21st Century Education, the 7 Survival Skills of the 21st Century and the Multiple Literacies for the 21st Century. Then take a look at the content standards - for any grade level - you might choose sixth grade, since this young man is 11 years old.

Analyze - using a large white board or a giant piece of bulletin board paper - create a matrix. Identify which of the critical attributes, skills, literacies and content standards were applied and developed by his invention process! You will be amazed!

Why aren't your students inventing instead of marching through a mind-numbing, fragmented curriculum?

Visit Inventionland

Inventionland welcomes students and teachers to enjoy a full tour of the magical facilities at Inventionland. Inventionland has received thousands of visitors, and would love to welcome you and your students as well!​

Meet real inventors, learn about the invention process, see examples of thousands of inventions, explore the many pathways and avenues of creativity and inventing, and be inspired to pursue these avenues when you return to your school!​

You may visit Inventionland, which is located at 585 Alpha Drive, Pittsburgh, PA 15238. Visit this link for details including visiting hours, and to complete a form for Requesting a Tour!

If you are unable to visit in person in Pittsburgh, PA, you can tour Inventionland virtually! Either way, you will have an opportunity to learn about the Inventionland Institute Curriculum and the processes for helping your students learn how to really become creative thinkers, problem solvers, innovators, researchers, marketers and storytellers!

These skills are all part of the inventing process, and are applicable in many forms - from inventing a new product for use in the kitchen, in the garage or even on the Space Station; to products for pet care to beauty and health products; new products for sports, toys, transportation, fashion, and more.

The 9 Step process can also be adapted for developing Community Improvement Projects (solving traffic problems, designing and constructing a playground, and/or presenting a proposal to the city council or state legislature).

Build Your Own Inventionland Facility!

While it is important to visit the Inventionland facilities in person in Pittsburgh, PA, - a veritable wonderland along the lines of Willy Wonkaland or Disney World - we recognize that this trip is not an option for some schools due to the physical distance. ​If you are able to make the trip, you will definitely find it worth your while. It is literally an immersive experience which connects to the intentional design of the Physical, Emotional and Academic Environment necessary for supporting authentic 21st century education. SeeLearning Environment.​

However, for those of you who are unable to travel to Pittsburgh, we have options for you! We can help you design, then create, your own, in-house Inventionland Space for your students - and teachers! It will be an actual physical space where your students can go to practice the skills and processes of inventing, creativity, innovation, experimentation, research, collaboration, design, production, entrepreneurship, marketing and more!

This can be accomplished in a number of ways. Inventionland is currently working with schools to develop their own Inventionland spaces. You, too, can create an Inventionland space at your school. You can convert existing spaces, or Inventionland can help you design a space for a new building. Many districts are leaping into the 21st century by replacing obsolete, run-down school facilities with brand new facilities. If you are doing the same, we can help you ensure that the new building you design is actually "21st century", and not a newer version of the same old "cells and bells" designs of the past.

Before you go to the drawing board or pour that foundation, let us share with you a variety of ways to incorporate an Inventionland space into your new buildings.

​A preview of things to come - the 12-month feature series on Inventionland!

​​​​​​Be watching your email inbox each month for a new featured article from 21st Century Schools on Inventionland. Here is a sample schedule:

June 2017 - Introduction to Inventionland- this article introduces educators as well as community members to Inventionland. Meet the creator, George Davison, then see what the facilities, programs and services have to offer education.

July 2017 - Success Stories - In this featured article you will enjoy stories, photos and videos showcasing actual results of implementing the Inventionland Institute Curriculum in schools! Also learn about the connections between the Inventionland Institute, student achievement and school accountability!

August 2017 - Inventionland and the Critical Attributes of 21st Century Education - it may be fun, but it is much more than fun and games. This featured article will outline the specifics of how the Inventionland Curriculum supports and delivers these critical attributes of 21st century education! Also included is an article on How Inventionland can Help Your School Overcome the Obstacles to Transforming Education.

September 2017 - Back to School - The Physical Learning Environment! Creating YOUR Invention Space! - This article is a basic overview of what you can include in your personal Invention Space! It will include an in-depth, research-backed analysis of the critical importance of designing a learning environment that supports 21st century modes of learning.

An additional article will be about the connections between Inventing and Constitution Day which is September 17. Schools are required to teach about the U. S. Constitution on this day, and there is a plethora of interesting opportunities for teaching such as the inventions of our Founding Fathers as well as the inventions of lessor known people from that time period. These studies provide meaningful connections to the past, the present and the future, and provide students with a more personal understanding of why and how the U. S. Constitution was created. This can also be expanded to include a study of social entrepreneurship, another critical skill!

​October 2017 - Teaching the Content Standards and 21st Century Skills through Inventing - This article discusses the interdisciplinary content that can be taught, and at high levels, with increased student motivation, through the 9-Step Invention Process. It will include two examples of specific invention projects, showing how each of the 21st century skills is developed. These are the 7 Survival Skills for the 21st Century as articulated by Tony Wagner of Harvard University

November 2017 - How Inventionland Projects Support the Multiple Literacies of the 21st Century - ​There is so much more to "literacy" than the traditional reading, writing and math! The curriculum based upon inventing includes excellent ways to support students' development of the 21st century literacies: This article will explicitly outline the connections using examples of exciting student projects.

December 2017 - Winter Projects for Inventors! - Inventions related to the winter season/weather are plentiful, from recreational activities and games to sustainability and alternative energies, medical issues (winter weather survival), safety (driving, winter weather road hazards) nature/ecoliteracy (protection for animals, feeding the birds, etc.). So, using these ideas as a few jumping off places, what kinds of inventions can your students think of that are related to these or other issues?The 2018 Winter Olympics take place in South Korea in February. Watch for invention projects ideas coming in the January issue.

Happy New Year 2018!

Spring issues of Inventionland will include themes such as the Winter Olympics, Black American History Month, the Spring Equinox, Earth Hour, Earth Day - with amazing amounts of resources and ideas connecting inventing to ecoliteracy, ideas for your own Invention Fairs and Student-Produced Film Festivals, nutrition, culinary arts, gardening, and much more!

Also, be on the lookout for announcements and updates for the roll-out of new curriculum and professional development services.

We realize that you are working now on goals, projects, plans and schedules for the new school year - which will be here before we know it! We hope that you are looking forward to receiving the monthly special newsletters featuring Inventionland!

Contact us to learn more about ways you can implement Inventionland at your campus or in your district. We can provide guidance and support with everything from materials, to creating an Inventionland Learning Space, to curriculum design, professional development, scheduling and ensuring alignment to standards. We've got you covered!

Please add a visit to Inventionland and/or a consultation with representatives from Inventionland and 21st Century Schools to your calendar today!

Feel free to contact us with your requests for more information or any questions you may have. We look forward to hearing from you and to working with you, your faculty and the amazing students at your school/district!